摘要：This article discusses the collective work of teachers in regular public schools and analyzes the importance of the working conditions and the definition of principles that contribute for collective work to become a collaborative work. The data for this analysis came from a research involving one school in the state of São Paulo and the Regional Board of Education. Researchers followed the routine of the activities related to collective pedagogical work and observed meetings between teachers and supervisors. The research demonstrates that collective work becomes collaborative when teachers work based on principles agreed upon collectively, highlighting the following principles: a commitment to students learning; a debate focused on critical thinking and understanding of students’ reality; and an effort for the integration and cooperation among teachers.
